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A Review of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism

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Teaching Writing in English as a Foreign Language

Part of the book series: English Language Education ((ELED,volume 28))

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Abstract

This chapter commences with a review of the existing literature in the field of teacher cognition, language teacher cognition in general, and EFL writing teacher cognition in particular, including studies conducted in other parts of the world as well as in mainland China. Since the scope of the current study is within the field of language teacher cognition in the context of tertiary institutions in China, the main body of part one of the chapter focuses on language teacher cognition, with studies on the relationship between teacher cognition and practice examined in the first part. The second part of this chapter presents the theoretical framework underpinning this study. The chapter concludes by identifying some research gaps from four perspectives that have led to this study.

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Authors and Affiliations

  1. Massey University, Albany, Auckland, New Zealand

    Huan Zhao

  2. University of Auckland, Auckland, New Zealand

    Lawrence Jun Zhang

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  1. Huan Zhao
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Zhao, H., Zhang, L.J. (2022). A Review of Studies on Teacher Cognition and Approaching Teacher Cognition from the Perspective of Dialogism. In: Teaching Writing in English as a Foreign Language. English Language Education, vol 28. Springer, Cham. https://doi.org/10.1007/978-3-030-99991-9_3

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